Abstract
An analytical review of international virtual reality (VR) tools used in computer science education is presented, and assesses their applicability to school and university curricula in Kazakhstan is given. The study examines the main approaches to VR described in international literature from 2011 to 2024, including visualization of algorithms and data structures, VR-based programming environments, puzzle-based tools supporting computational thinking, and modeling of systems and network processes. These categories were compared with the content of the computer science curricula of primary, secondary, high school, and higher education in Kazakhstan. The results show that international VR solutions are consistent with key curricular topics such as algorithmizing, programming, data structures, logic, and systems. The study concludes that VR can be integrated into educational practices in Kazakhstan with minimal curriculum changes, while further analysis is needed to address practical implementation issues.